Delivering Effective Messages in Solution Focused Therapy Sessions

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Think about the last time someone genuinely acknowledged your effort – not with empty praise, but with something specific and real. Chances are, it stayed with you. In Solution-Focused Brief Therapy (SFBT), therapists deliberately harness this power at the close of every session. The end-of-session message isn’t a formality – it’s a carefully constructed therapeutic tool designed to validate clients, reinforce what’s already working, and set the stage for meaningful change between sessions.

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What is the end-of-session message?

In SFBT, the end-of-session message is the structured closing segment of a therapy session in which the therapist offers the client compliments and, where appropriate, a task or suggestion to carry forward. According to the Solution-Focused Therapy Institute, after a brief consultation break toward the second half of the session, the therapist reflects on what has occurred and then compliments the client before offering a therapeutic message tied to the client’s stated goal.

The message typically serves two purposes: first, to reinforce what the client is already doing well; second, to invite the client to observe or experiment with behaviors that move them closer to their identified goals. De Shazer and Berg’s treatment framework identified this combination – compliment plus task – as one of the four defining features of SFBT that should be present to confirm the approach is being applied correctly.

The consultation break: setting the stage

The end-of-session message doesn’t happen without preparation. Solution-focused therapists traditionally take a brief break during the second half of each session, using that time to reflect carefully on everything that has occurred. Before this break, the client is asked a simple but important question: “Is there anything I didn’t ask that you think would be important for me to know?” This ensures the client has a voice in shaping what’s discussed and what they take away.

In settings where a clinical team is involved, the therapist may consult with colleagues observing the session. In solo practice, the therapist reflects alone, silently, for a few minutes. This pause has a pronounced effect on both the therapist and the client, giving both parties space to consolidate their thoughts before the closing message is delivered.

Compliments: more than just praise

Compliments are central to the SFBT end-of-session message, but they serve a very different function than everyday flattery. A review published in PMC identifies compliments as one of six core SFBT techniques, alongside goal-setting, the miracle question, scaling questions, exception-finding, and homework. They are not optional extras – they are clinically intentional.

According to the Journal of Solution-Focused Practices, compliments were listed by de Shazer as a “main intervention” and described as essential to the approach because they validate client experiences and draw attention to client successes – while simultaneously communicating that the therapist has been genuinely listening.

Direct vs. indirect compliments

SFBT uses two types of compliments. Direct compliments are explicit positive statements – for example, acknowledging a client’s commitment to showing up for sessions despite a difficult week. Indirect compliments take the form of curious, appreciatively toned questions such as “How did you manage to do that?” This kind of question invites the client to reflect on their own strengths rather than simply receiving praise from the therapist. In SF therapy, indirect compliments prompt clients to self-compliment by answering the question – a subtle but powerful shift in agency.

Complimenting throughout the session

While the formal end-of-session message concentrates compliments at the close, practitioners gradually began weaving compliments throughout sessions because the practice appeared to help clients grow more hopeful and confident, and also helped uncover more information about client strengths. The end-of-session message then serves as the final, intentional punctuation – a summary of what was heard and affirmed during the hour.

The bridging statement

A well-crafted end-of-session message doesn’t jump from compliment to task abruptly. The therapist uses a bridging statement – a sentence that connects the compliment to the suggestion that follows. This bridge demonstrates to the client that their concerns have been genuinely heard and incorporated into whatever intervention is being proposed. For example, a therapist might acknowledge a client’s resilience and hard work, then connect that acknowledgment to an invitation to notice how that same resilience shows up in specific situations during the coming week.

The message at its best became less about an expert telling a client what to do and more about inviting the client to shift their attention toward what they themselves had already identified as working in their own life. This shift in framing keeps client autonomy at the center.

Tasks and suggestions: what happens between sessions

Following the compliment and bridging statement, the therapist typically offers a task. In SFBT, these are best understood as suggestions, not assignments – they are invitations, not commands. The type of suggestion offered depends on where the client is in the therapeutic process and how ready for change they appear to be.

The Formula First Session Task

One of the most well-known end-of-session tasks in SFBT is the Formula First Session Task (FFST). The standard phrasing is: “Between now and next time we meet, we’d like you to observe what happens in your life that you want to continue to have happen.”

This deceptively simple task is not about identifying problems or working toward fixes. It directs clients to notice what is already going well – moments, interactions, or circumstances they want more of. By focusing on these aspects, clients begin to shift their attention away from the problem and toward potential solutions, establishing a solution-focused mindset from the very first session.

Research by Adams, Piercy, and Jurich found that families given the FFST reported clearer goals for therapy and more improvement in presenting problems compared to those given standard problem-focused tasks. Therapists and independent observers agreed that compliance with this type of task was higher – suggesting that when clients feel the task connects to something meaningful in their own lives, they are far more likely to follow through.

Noticing tasks in follow-up sessions

In subsequent sessions, tasks continue to grow from what the client has shared. A noticing task involves listening carefully for what clients already plan to do, then inviting them to pay attention to what difference it makes. For instance: “Notice what you do differently on a day that goes better – and notice how you decided to do it.” This keeps the task grounded in the client’s own language and intentions rather than the therapist’s agenda.

When progress has been made, the therapist uses the end-of-session message to name and celebrate that progress explicitly. If a client’s self-rated progress scale has moved upward, the therapist compliments this and helps the client explore how to maintain the improvement. Even when things stay the same or worsen slightly, the message pivots to acknowledge whatever the client did to keep things from deteriorating further – transforming even stagnation into a source of strength.

Why the message matters clinically

The end-of-session message is not a soft gesture added on for good feelings. It serves several concrete clinical functions. It validates that the client’s experiences have been heard. It reinforces behaviors and perceptions that are already constructive. It orients the client toward the future rather than rehearsing the problem. And it sets up the next session by giving the client something concrete to notice and bring back.

After the consultation break, clients are complimented and given a therapeutic message about the presenting issue – and importantly, this message is typically stated in the positive so that clients leave with a forward-looking orientation toward their goals. That positive framing matters: it primes clients to look for evidence of progress, which in turn makes progress more noticeable and more likely to be reported and built upon.

It’s also worth noting that there is some evolution in practice here. Some contemporary SFBT practitioners choose not to assign formal tasks at the end of sessions, arguing that the session itself is the intervention and that giving homework can inadvertently shift ownership away from the client. The concern is that task-giving can introduce an expert dynamic that undermines client autonomy. Most practitioners, however, retain the complimenting element even if they adapt or minimize the task component – because acknowledging what the client has done and said is universally seen as foundational to the therapeutic relationship.

Bringing it all together: structure of an effective end-of-session message

The standard structure of the end-of-session message follows a three-part sequence. First, the compliment – a genuine, specific affirmation of something the client has done, said, or demonstrated that is relevant to their goals. Second, the bridge – a statement that logically connects what has been acknowledged to what comes next. Third, the task or suggestion – a concrete, client-centered invitation to observe, experiment, or notice something between now and the next session.

This structure ensures that the message doesn’t feel arbitrary. Each part flows naturally from the session content, making the closing feel coherent and personal rather than scripted. When done well, clients leave not just feeling heard, but oriented – with a clear sense of what to pay attention to and why it matters.

What do you think? When you reflect on the types of feedback that have helped you make meaningful changes in your own life, what made them land? And how might intentionally noticing what’s already going well – rather than fixating on what isn’t – change the way you approach a current challenge?

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References
  1. https://solutionfocused.net/what-is-solution-focused-therapy/
  2. https://www.andrews.edu/ceis/gpc/faculty-research/coffen-research/trepper_2010_solution.pdf
  3. https://wraparoundohio.org/innovative-conversations-5-solution-focused-family-therapy-for-ihbt/
  4. https://www.aipc.net.au/articles/solution-focused-techniques-in-counselling/
  5. https://pmc.ncbi.nlm.nih.gov/articles/PMC10098109/
  6. https://oasis.library.unlv.edu/cgi/viewcontent.cgi?article=1032&context=journalsfp
  7. https://denversolutions.com/what-is-solution-focused-therapy.html
  8. https://www.numberanalytics.com/blog/unlocking-client-potential-with-formula-first-session-task
  9. https://docs.lib.purdue.edu/dissertations/AAI9018776/
  10. https://positivepsychology.com/solution-focused-therapy-techniques-worksheets/
  11. https://thesfu.com/sfbt-moments/how-do-you-end-a-session-in-solution-focused-brief-therapy/
  12. https://counselingtheoriestheways.weebly.com/solution-focused-therapy.html
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Psychotherapeutic Methods

1 Psychoanalysis, Psychoanalytic/Psychodynamic Therapy

  1. Psychoanalysis
  2. Theoretical Models
  3. Freudian Psychoanalytical Theory
  4. Basic Human Drives
  5. Structural and Topographical Models of Personality
  6. Stages of Psychosexual Development
  7. Ego Defense Mechanisms
  8. Limitations
  9. Object Relations Theory
  10. Symbiosis and Separation/Individuation
  11. Self Identity and Gender Identity
  12. Reproduction of Social Patterns
  13. Self Psychology
  14. Attachment Theory
  15. Lacanian Psychoanalysis
  16. Postmodern Schools
  17. Psychoanalytic/ Psychodynamic Therapy
  18. Basic Tenets and Concepts of Psychoanalytic Therapy
  19. Components of Psychoanalytic and Psychodynamic Psychotherapy
  20. Distinctive Features of Psychodynamic Technique

2 Insight Psychotherapy, Interpersonal Psychotherapy

  1. Insight Psychotherapy
  2. Psychoanalysis
  3. Analytical Psychology
  4. Existential Therapy
  5. Person Centered Therapy
  6. Evaluation of Insight Therapies
  7. Behaviour Therapies
  8. Gestalt Therapy
  9. Interpersonal Psychotherapy (IPT)
  10. Characteristics of Interpersonal Psychotherapy
  11. Techniques of Interpersonal Therapy

3 Short Term Psychotherapies

  1. Short Term Psychotherapy
  2. Defining Features of Short Term Therapies
  3. Psychodynamic Approaches
  4. David Malan and the Triangle of Insight
  5. The Work of Habib Davanloo
  6. Anxiety-Provoking and Anxiety-Suppressive Therapies
  7. The Work of James Mann
  8. Cognitive and Behavioural Approaches
  9. Cognitive Behaviour Therapy and Cognitive Therapy
  10. Interpersonal Therapy
  11. Problem-Solving Therapy (PST)
  12. Computerised CBT and Guided Self-Help
  13. Relational Approaches
  14. Time Limited Dynamic Psychotherapy (TLDP)
  15. Psychodynamic Interpersonal Therapy (PIT)
  16. Brief Relational Therapy (BRT)
  17. Cognitive Analytic Therapy (CAT)
  18. Pragmatic, Eclectic Therapies
  19. Interpersonal, Developmental and Existential Therapy (IDE)
  20. The Work of Garfield
  21. Winston and Winston
  22. Very Brief Therapy
  23. Motivational Interviewing
  24. Solution-Focused Brief Therapy (SFBT)

4 Methods of Child Psychotherapy

  1. Psychoanalytic Approaches
  2. Parent Infant Psychotherapy
  3. Mentaliseren Bevorderende Kinder Therapy (MBKT)
  4. Attachment Based Interventions
  5. Dyadic Developmental Psychotherapy
  6. ‘Circle of Security’
  7. Attachment and Biobehavioural Catch-Up (ABC)
  8. Play Therapy
  9. Parent Child Interaction Therapy (PCIT)
  10. The Developmental, Individual-Difference and Relationship-Based Model (DIR)

5 Behaviour Modification Techniques

  1. Behaviour Modification
  2. Characteristics of Behaviour Modification
  3. Historical Overview of Behaviour Modification
  4. Observing and Recording Behaviour
  5. Respondent Conditioning and Counterconditioning
  6. Operant Conditioning
  7. Operant Conditioning Procedures
  8. Contingency Contracting
  9. Decreasing Undesirable Behaviours
  10. Areas of Application

6 Cognitive Behaviour Therapies (Including Rational Emotive Therapy)

  1. History of Cognitive Behaviour Therapy
  2. Theory of Causation
  3. Dysfunctional Thinking
  4. Steps in Cognitive Behaviour Therapy
  5. The Process of Cognitive Behaviour Therapy

7 Solution Focused Therapy

  1. Solution Focused Therapy (SFT)
  2. Ingredients of Solution Focused Therapy
  3. The Practice of Solution Focused Therapy
  4. Focal Issue
  5. The Message

8 Integrative and Multimodal Therapies

  1. Integrative Psychotherapy
  2. Historical Overview of the Integrative Movement
  3. Different Ways to Psychotherapy Integration
  4. Evidence-Based Therapy and Integrative Practice
  5. Multimodal Therapy

9 Roger’s Client Centered Therapy

  1. Views of Human Nature
  2. Goals of Client Centered Therapy
  3. The Counselling Process
  4. Intervention Strategies
  5. Counselling Relationship

10 Family and Group Psychotherapy

  1. History and Theoretical Frameworks of Family Therapy
  2. Techniques of Family Therapy
  3. Models of Family Therapy
  4. Group Therapy vs. Individual Therapy
  5. Therapeutic Principles

11 Psychodynamic Couple Therapy

  1. Nature and Definition of Couples Therapy
  2. Approaches to Couples Therapy
  3. Psychodynamic Therapy and Couples Counseling
  4. Systems Approach and Couples Counseling
  5. Client Centered Therapy
  6. Behavioral Approach
  7. Psychodynamic Couples Therapy: An Object Relations Approach
  8. Clinical Illustration and Analysis: Conflict as a Safe Haven
  9. Projective Identification
  10. Empathy
  11. Transference
  12. Clinical Illustration and Case Analysis
  13. Use of Transference in Couples Therapy
  14. Clinical Illustration and Case Analysis
  15. The Frame of Object Relations Couples Therapy

12 Psychotherapy Integration

  1. Definition of Integrative Psychotherapy
  2. Historical Overview of the Integrative Movement
  3. Variables Responsible for Growth of Psychotherapy Integration
  4. Different Ways to Psychotherapy Integration
  5. Eclecticism
  6. Differences between Eclecticism and Psychotherapy Integration
  7. Theoretical Integration
  8. Assimilative Integration
  9. The Common Factor Approach
  10. Multi Theoretical Approaches
  11. The Trans Theoretical Model
  12. Brooks-Harris’ Multi Theoretical Model
  13. Helping Skills Approach to Integration
  14. Evidence Based Therapy and Integrative Practice
  15. Future of Psychotherapy Schools and Therapy Integration

13 Psychotherapy with Children and Adults

  1. Psychodynamic Therapy with Children
  2. Psychodynamic Play Therapy
  3. Working with Parents
  4. Cognitive Behaviour Therapy with Children
  5. Behaviour Modification and Parent Training
  6. Individual Cognitive Behaviour Therapy
  7. Working with Parents
  8. Family Therapy
  9. Children and Young People in Family Therapy
  10. Brief Solution-Focused Therapy
  11. Narrative Therapy
  12. Psychotherapy with Adolescents
  13. Developmental Considerations
  14. Depression
  15. Interpersonal Therapy
  16. Anxiety
  17. Conduct Disorders
  18. Multisystem Therapy

14 Psychotherapy with Adults and Middle Aged Persons

  1. Psychotherapy with Fledgling Adults
  2. Life Stage Issues with Fledgling Adults
  3. Psychosocial Tasks of Middle Adulthood
  4. Psychotherapy with Young Adults
  5. Overview of Young Adult Issues
  6. The Psychotherapy Model and Young Adult Issues
  7. The Medical Model and Young Adult Issues
  8. Therapy for Young Adult Issues
  9. Psychotherapy with People in Middle Adulthood
  10. Parallels and Distinctions

15 Psychotherapy with Older Adults

  1. Background
  2. Cognitive Behavioural Therapy
  3. Cognitive Analytical Therapy
  4. Psychodynamic Therapy
  5. Interpersonal Therapy
  6. Systemic (Family) Therapy
  7. Reminiscence/ Life Review Therapy
  8. Psychotherapy in Dementia
  9. Therapies for Specific Problems
  10. Modification or Adaptation of Treatment

16 Psychotherapy in Terminal Illnesses (AIDS, Cancer)

  1. Terminal Illness and Psychotherapy
  2. Goals of Therapy with Dying Persons
  3. Therapeutic Approaches
  4. The Psychodynamic Approach
  5. The Humanistic Approach
  6. The Behavioural Approach
  7. Family Approach
  8. Major Therapy Issues
  9. The Psychology of Dying Person
  10. Emotional Reactions
  11. Cancer
  12. Aids
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